Technology use in education


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Technology use in education

  1. 1. Technology Use in Education<br />April 2011<br />Farivar Rahimi<br />Academic Computing Services, ICT, UL<br /><br />Ext: 2449<br />
  2. 2. Trends in Technology in Education<br />The E-Learning Team <br />Relevance of technology in UL’s teaching and learning practices<br />Theoretical framework<br />Findings related to our Institution<br />Where are we with respect to ET?<br />Blackboard Use<br />Plan<br />Content<br />
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  7. 7. Vision<br />For technology to be used effectively, creatively and confidently for the enhancement of the student learning experience.<br />Mission<br />To assist all members of the UL community in the realization of their potential through technology use. <br />Vision and Mission Academic Computing Support Services<br />
  8. 8. Provide information and advice on popular tools in educational technology, <br />Provide expertise in designing both blended and fully on-line courses, for use in a variety of learning environments, including student support, accessibility and quality considerations.<br />Blackboard training workshops for lecturers<br />One on one lecturer sessions<br />Create networks for discussion, support and sharing best practice <br />e-Learning Group, ICT<br />
  9. 9. Influences on the Learning Environment<br />Motivation<br />(Interests, Intrinsic, Extrinsic, Goals, Self-Worth, Self- Efficacy,.)<br />Cultural Influence<br />(Categories, Family, <br />Friends, Beliefs, Values, Habits, Social<br />Influences, …)<br />The Learning Environment<br />The Disadvantaged Student<br />Learning<br />Technology<br />(Self-Directed Learning, Flow State, ARCS, Cognition, Community of Learners, Academic Performance)<br />
  10. 10. Students’ Response to ICT Use <br />Mostly not used a PC prior to coming to University<br />Keen interest to use ICT facilities by a high percentage<br />Collective approach to learning<br />ICT tools, such as the Internet, email and Microsoft Office critical and indispensable<br />More access to ICT tools means improved access to educational material.<br />Accessible ICT facilities imply improvement in the quality of learning.<br />A high level of collaborative learning takes place amongst the students in showing each other newly discovered computer features.<br />Minimal supervision or intervention is needed to promote computer literacy. <br />Once the correct environment is created, most of the effort comes from the student. <br />
  11. 11. How did you originally learn to use a computer?<br />Taught myself<br />13%<br />2%<br />From family<br />28%<br />3%<br />From Friends <br />Through School<br />16%<br />Community course<br />5%<br />Training Course at <br />University<br />3%<br />16%<br />14%<br />Formal Credit bearing<br />
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  15. 15. Implication<br />Motivated students<br />Technology is welcomed<br />Self-Directed learning<br />Technology can make a difference in promoting academic excellence<br />Technology can if not managed “rather than providing a reliable relief from injustice tends to reinforce existing social structures and inequalities”. Muller, Hernandez, Giro and Bosco (2007, p.1177)<br />
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  17. 17. A Successful Design takes into consideration:<br />Attention<br />Relevance<br />Competence<br />Satisfaction<br />Keller’s ARCS Model<br />
  18. 18. Blackboard Training<br />Mondays - Medunsa<br />Monday – Tuesdays - Turfloop<br />09:00 – 12:00<br />Requires registration <br />Informal technology sessions with interested individuals.<br />Promotion of eLerning<br />
  19. 19. Using Blackboard once trained<br />Reward system for success<br />Competing priorities <br />Challenges<br />
  20. 20. Faculty Board Recommendation 1 - Technology Use – <br />There are 406 members of the academic community who have attended the Backboard training sessions. <br />This plan of basic training will continue until every academic member of the faculty is trainedbefore the end of 2011. <br />
  21. 21. Recommendation 3- Technology Use<br />Faculty members who have received their basic Blackboard training before 15 May 2011 will have a minimum online presence by end of first semester, 24 June 2011 as follows. <br />Course outline<br />A Presentation (PowerPoint) <br />A few links to relevant Internet sites<br />